Dr Rubee Mamgain - Academia.edu (original) (raw)
Dr Rubee Mamgain Assistant Professor Education Department Government Degree College Bhupatwala Haridwar Uttrakhand
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A Study on the Impact of Self-Efficacy on Teachers' Attitude towards Mainstreaming of Children wi... more A Study on the Impact of Self-Efficacy on Teachers' Attitude towards Mainstreaming of Children with Disabilities.
IJCRT, 2018
The term inclusion in education invites all children irrespective of their differential needs tog... more The term inclusion in education invites all children irrespective of their differential needs together and promotes to accomplish their educational needs in same teaching-learning environment by the same teachers, which requires to reform and restructures the general schools policies in the way so that school with diversities would become most powerful learning environment for the children in various ways. However, inclusive environment is a new challenging work environment for the general school teachers; which is not an easy task to be achieved especially in developing countries where the numbers of children are still struggling for the needs of hardship. Moreover, general school teachers required to be equipped with new innovative skills and to be more competent with inclusive strategies then only they will be able to take initiative or put their efforts to implement it in an effective way. Primarily, success of inclusive environment depends on the positive attitudinal response of the school teachers. However, study reveals that still teachers at grass root level are not positive and facing difficulties in implementing inclusive education. Hence, this study is an attempt to analyze regular primary school teachers' attitudes and self-efficacy towards inclusion of children with disability in regular schools and to measure their sense of efficacy to implement inclusive practices using descriptive research methodology. Study was employed on total 412 government primary school teachers in district Gwalior (Madhya Pradesh, India) selected through simple cluster sampling. Finding of this study revealed that overall teachers showed their above average favorable attitudes and higher sense of efficacy to implement inclusive practices in their classrooms. Factors affecting teachers' attitudes significantly towards inclusion were locality of schools, marital status of teachers, and educational qualification. Moreover, this study revealed a significant positive correlation between attitudes and self-efficacy of teachers towards inclusive education.
SRJIS
This study was undertaken to determine the extent of attitudes of general school teachers towards... more This study was undertaken to determine the extent of attitudes of general school teachers towards inclusive education in Gwalior and to determine whether the attitudes of teachers influence by their selected background variable or not. Total 50 teachers have been selected for the study as a sample and data was collected using TASTIE instrument developed by Vishal Sood and Arti Anand in 2011. Findings of the study revealed that teachers had favourable attitude towards inclusion of children with disabilities. This study also indicates that, teachers who had more favourable attitudes, were teachers with B.Ed, compare to the teachers with D.Ed teachers training. Further no significant difference found in teachers' attitude with other selected variables as gender, locality and varying length of teaching experiences.
This study was undertaken to determine the extent of attitudes of general school teachers towards... more This study was undertaken to determine the extent of attitudes of general school teachers towards inclusive education in Gwalior and to determine whether the attitudes of teachers influence by their selected background variable or not. Total 50 teachers have been selected for the study as a sample and data was collected using TASTIE instrument developed by Vishal Sood and Arti Anand in 2011. Findings of the study revealed that teachers had favourable attitude towards inclusion of children with disabilities. This study also indicates that, teachers who had more favourable attitudes, were teachers with B.Ed, compare to the teachers with D.Ed teachers training. Further no significant difference found in teachers’ attitude with other selected variables as gender, locality and varying length of teaching experiences.
A Study on the Impact of Self-Efficacy on Teachers' Attitude towards Mainstreaming of Children wi... more A Study on the Impact of Self-Efficacy on Teachers' Attitude towards Mainstreaming of Children with Disabilities.
IJCRT, 2018
The term inclusion in education invites all children irrespective of their differential needs tog... more The term inclusion in education invites all children irrespective of their differential needs together and promotes to accomplish their educational needs in same teaching-learning environment by the same teachers, which requires to reform and restructures the general schools policies in the way so that school with diversities would become most powerful learning environment for the children in various ways. However, inclusive environment is a new challenging work environment for the general school teachers; which is not an easy task to be achieved especially in developing countries where the numbers of children are still struggling for the needs of hardship. Moreover, general school teachers required to be equipped with new innovative skills and to be more competent with inclusive strategies then only they will be able to take initiative or put their efforts to implement it in an effective way. Primarily, success of inclusive environment depends on the positive attitudinal response of the school teachers. However, study reveals that still teachers at grass root level are not positive and facing difficulties in implementing inclusive education. Hence, this study is an attempt to analyze regular primary school teachers' attitudes and self-efficacy towards inclusion of children with disability in regular schools and to measure their sense of efficacy to implement inclusive practices using descriptive research methodology. Study was employed on total 412 government primary school teachers in district Gwalior (Madhya Pradesh, India) selected through simple cluster sampling. Finding of this study revealed that overall teachers showed their above average favorable attitudes and higher sense of efficacy to implement inclusive practices in their classrooms. Factors affecting teachers' attitudes significantly towards inclusion were locality of schools, marital status of teachers, and educational qualification. Moreover, this study revealed a significant positive correlation between attitudes and self-efficacy of teachers towards inclusive education.
SRJIS
This study was undertaken to determine the extent of attitudes of general school teachers towards... more This study was undertaken to determine the extent of attitudes of general school teachers towards inclusive education in Gwalior and to determine whether the attitudes of teachers influence by their selected background variable or not. Total 50 teachers have been selected for the study as a sample and data was collected using TASTIE instrument developed by Vishal Sood and Arti Anand in 2011. Findings of the study revealed that teachers had favourable attitude towards inclusion of children with disabilities. This study also indicates that, teachers who had more favourable attitudes, were teachers with B.Ed, compare to the teachers with D.Ed teachers training. Further no significant difference found in teachers' attitude with other selected variables as gender, locality and varying length of teaching experiences.
This study was undertaken to determine the extent of attitudes of general school teachers towards... more This study was undertaken to determine the extent of attitudes of general school teachers towards inclusive education in Gwalior and to determine whether the attitudes of teachers influence by their selected background variable or not. Total 50 teachers have been selected for the study as a sample and data was collected using TASTIE instrument developed by Vishal Sood and Arti Anand in 2011. Findings of the study revealed that teachers had favourable attitude towards inclusion of children with disabilities. This study also indicates that, teachers who had more favourable attitudes, were teachers with B.Ed, compare to the teachers with D.Ed teachers training. Further no significant difference found in teachers’ attitude with other selected variables as gender, locality and varying length of teaching experiences.